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This book is an argument for reflexivity in the act of teaching,
which means to acknowledge that intention guides the act of
teaching. Teaching must create attention towards processes of
collectivity in the classroom. Today, teaching is both acts of
expressing knowledge and acts of securing justice to all students
through a mediation of knowledge. Teaching therefore expresses both
knowledge with reference to school subjects, and justice according
to the distribution of this knowledge. The authors argue for
teaching as the driver of education. To pay attention to teaching
is to pay attention to that which is inside the system of
education. To consider education as a mediation of knowledge
between generations, places teaching as an act of performing the
content of education, in a class in a school. The complexity of
these processes is easily overlooked when education is used as a
means in competitive economies. The approach taken in this text is
that deliberations about teaching must be based on historicity. The
support for this argument builds on a reading of the French
philosopher Paul Ricoeur. The book addresses teaching as an
integral part of the learning process. In education today,
everything seems to be concentrated around learning, as if teaching
no longer takes place. Teachers and teacher educators need a
language to discuss and understand teaching, both as personal and
institutional actions. A Ricoeurian approach to a discussion on
teaching as a reflexive and institutional practice, provides a
timely approach to important questions related to teaching in our
day and age.
This book is an argument for reflexivity in the act of teaching,
which means to acknowledge that intention guides the act of
teaching. Teaching must create attention towards processes of
collectivity in the classroom. Today, teaching is both acts of
expressing knowledge and acts of securing justice to all students
through a mediation of knowledge. Teaching therefore expresses both
knowledge with reference to school subjects, and justice according
to the distribution of this knowledge. The authors argue for
teaching as the driver of education. To pay attention to teaching
is to pay attention to that which is inside the system of
education. To consider education as a mediation of knowledge
between generations, places teaching as an act of performing the
content of education, in a class in a school. The complexity of
these processes is easily overlooked when education is used as a
means in competitive economies. The approach taken in this text is
that deliberations about teaching must be based on historicity. The
support for this argument builds on a reading of the French
philosopher Paul Ricoeur. The book addresses teaching as an
integral part of the learning process. In education today,
everything seems to be concentrated around learning, as if teaching
no longer takes place. Teachers and teacher educators need a
language to discuss and understand teaching, both as personal and
institutional actions. A Ricoeurian approach to a discussion on
teaching as a reflexive and institutional practice, provides a
timely approach to important questions related to teaching in our
day and age.
Every educational research project has challenges and obstacles
that need to be managed and overcome. This book uses real case
studies employing a wide range of research methodologies and drawn
from educational contexts across Europe to explore these challenges
offering flexible and universal guidance that you can apply to your
own research. Published in partnership with EERA, this book is: *
Realistic and informed: It explores a range of perspectives on
educational research, from planning to data collection to
international collaboration * Challenging: It integrates a holistic
and critical view on the process of educational research *
Culturally aware: It covers a variety of research projects from
different countries and encourages you to challenge dominant
perspectives in education This is the first major English language
textbook for postgraduate and postdoctoral education researchers
that represents and explores the range of research traditions that
exist throughout Europe and what they mean in practice.
Every educational research project has challenges and obstacles
that need to be managed and overcome. This book uses real case
studies employing a wide range of research methodologies and drawn
from educational contexts across Europe to explore these challenges
offering flexible and universal guidance that you can apply to your
own research. Published in partnership with EERA, this book is: *
Realistic and informed: It explores a range of perspectives on
educational research, from planning to data collection to
international collaboration * Challenging: It integrates a holistic
and critical view on the process of educational research *
Culturally aware: It covers a variety of research projects from
different countries and encourages you to challenge dominant
perspectives in education This is the first major English language
textbook for postgraduate and postdoctoral education researchers
that represents and explores the range of research traditions that
exist throughout Europe and what they mean in practice.
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